This chapter discusses dimensions of the master program frameworks associated with Model I and Model II theories-in-use that link Model I and Model II governing values to the actions they inform, as well as implications of those actions for an individual’s learning experiences and effectiveness. This chapter discusses how these Model I value expressions were coded and analyzed as precursors to negative consequences for teacher effectiveness at learning across student–teacher cultural differences. In later sections I discuss how Model II value expressions were analyzed as facilitators of the instructors’ effectiveness at learning across cultural differences.

This chapter introduces action science as a novel approach to reconciling the knowing–doing gap presented in the Introduction. It reviews primary goals of this discipline as established in its seminal literature, as well as central tenets and terms in this discipline that are foundational to the analyses featured throughout the book. It also presents evidence that action science is a suitable approach to reconciling this knowing–doing gap, because its central tenets and terms speak to consistent and recurring themes in the extant educational literature. I explain how the ladder-of-inference framework from this literature is used to investigate K-12 urban teachers’ inferential thinking about cultural differences in the literature review featured across the next six chapters.

This chapter summarizes evidence from Chapters 2 through 5 that organizational conditions in urban schools facilitate both single- and double-loop learning amongst K-12 teachers about their students’ lived experiences as racial and cultural minorities in American society. It builds the argument that even where urban teachers may take the initiative to engage in double-loop learning, prevailing cultural and organizational norms in urban schools make doing so nearly impossible.